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The Cognitive Therapy Technique in adult EFL classes Abstract
By pointing out dimensions of adult learners and teaching, this article aims to discuss a way of strengthening the awareness on and through learning and self-esteem in adult language classes. The cognitive therapy technique emphasizes the importance and necessity of informing the learners of basic aspects of learning and language learning in order to aid them to build up their learning strategies effectively and consciously. Also it is claimed that an awareness on personal learning process contributes effective learning and raising self-esteem. Some CTT activities and awareness sessions are presented and a sample lesson plan is designed to bridge the gap between theory and practical use .
Introduction
When the language teaching literature is read at a glance, in last decades, it can be observed that the field has focused its attention on some studies in Humanistic/Analytic Psychology, and has been searching for the ways of effective language teaching models in view of universals of human cognition and psyche. Also many of the innovative language teaching methods and approaches have been benefiting from humanistic psychology. These teaching methods express the interest in the total person and

not simply the intellect and offer to provide a blend of the cognitive and affective way of teaching in EFL/ESL classes.
Many of the studies on language learning underline the importance of raising self-esteem and awareness in our classes, which means that we can not talk about a successful language class in which the students feel insecure and discouraged. Haycraft notes (1999) that teaching english successfully is not just a question of method. I have observed many classes where teacher’s techniques were superb, but where the students were reluctant to learn because the teacher was not interested in them as people, and the lesson developed like the workings of a machine, functioning in isolation.(P.6)As Haycraft emphasizes, the best lesson may fail due to the fact that the personal diversity and needs are underestimated. Moreover, when we think of a class in which the audience is willing to participate in, speak and produce yet they can not break their walls, Haycraft’s picture can be seen so optimistic.
There are many similarities and differences between adult and younger learners. Perhaps the greatest difference is that the former come to class with a long history of learning experience.(Harmer

1999) Learning experiences of adults maybe both full of glories and failures which possibly leads them to anticipate how teaching and learning should be carried out. It can be said that most adult learners have a definition of learning. Also we should recall adults are more nervous of learning than younger learners are.
When we reorganize the picture of adult classes that we have reviewed up to now, a need for CTT can be emphasized : Let’s imagine a class where most of the students have an idea of learning, and bring a great record of learning experience which is full of success and failure and where they are nervous of making mistakes just in front of the beautiful ladies and handsome gentlemen. One of the most appropriate solution is that we must lead them to learn about learning itself so that they can monitor their learning process consciously and of course, can make some changes in their definition of learning. This awareness merely itself is a cognitive therapy since if one can observe her/his own learning process, s/he also consciously or unconsciously knows that s/he can learn a language successfully. An awareness about learning process will both assist learners to build up their learning strategies effectively and redefine their values and beliefs on language learning.

ADULT EDUCATION
“If the education is life, then the life is also education.”
Linderman
In the 1950s,the attention on adult education had researchers to identify the differences between young and adult learners. In the following decade, educators reached a consensus on the concept “Andragogy” (Knowles) referring to adult education. The studies on adult education can be classified in two main streams : the scientific stream and the other the artistic or intuitive/reflective stream ( Knowles 1998:36). In his book, Throndike notes that the scientific stream seeks to discover new knowledge through rigorous (and often not experimental) investigation. On the other hand, the artistic stream seeks to discover new knowledge through intuition and the analysis of the experience. Very similarly to this study, another educational pioneer, Carl Rogers (1969) distinguished two types of learning : Cognitive (Meaningless) and Experiential ( Significant). Cognitive learning refers to academic knowledge while the experiential equates to personal change and growth. Also Rogers states that all human beings have a natural ability to learn. The nature of experiential learning is :
• Setting a positive climate for learning
• Clarifying the purposes of the learners
• Balancing intellectual

and emotional components of leaning
• Sharing feelings and thoughts with learners but not dominating
• Organizing and making available learning results
As the experiential learning suggest a personal change and development process, it is clearly a mere fact that learners should feel safe in the classroom. Also clarifying the purposes of the learners and organizing and making available learning results can be fulfilled effectively if this process is linked to learn about the learning. We will discuss this issue in detail in CTT class techniques.
In order to take a closer look at adult education, the brief summary of Linderman should be underlined, as follows :
1. adults are motivated to learn as they experience the needs and interests that learning will be safe.
2. Adults’ orientation to learning is Life-Centered .
3. Experience is the richest source for adults’ learning.
4. Adults have a deep need to be self-directing.
5. Individual differences among people increase with age.
One important issue is that most of the studies on pedagogy and andragogy dichotomize adult versus youth education. However, Linderman draws a line between adult versus conventional education. In a recent theory, Cross (1981) developed the Characteristics of Adults as Learners
( CAL model).

The CAL model integrates the previous studies on adult learning such as andragogy, experiential learning and lifespan psychology. The CAL model consists of two variables, personal and situational. The former include aging, life phrases, many sort of stages such as marriage, job changes and retirement. Situational characteristics include part-time versus full-time learning, and voluntary versus compulsory learning. The CAL model of adult learning aims to provide guidelines for adult instruction programs. The principles are as follows :
• Adult learning programs should adapt to the aging limitations of the participants.
• Adults should be challenged to move to increasingly advanced stages of personal development.
• Adults should have as much choice as possible in the availability and organization of learning programs.
Among all these theories, one can easily anticipate that one of the major role of an adult education policy and program is to build up an experience process that they can reflect upon their own development, and go through this program by cooperating with other adult learners.
ADULT LEARNERS “ The experience is the adult learners’ living textbook.” Linderman
There are many factors that must be taken into account to establish a productive learning

and teaching situation in adult classes. However, we should first recall who an adult learner is. According to Knowles(1976),a prime characteristics of adultness is the need and capacity to self-directing (P.182). Also adult learners have some characteristics which can sometimes make learning and teaching problematic. In some cases, unfamiliar teaching patterns and innovative activities may make them feel uncomfortable since their previous learning experiences get them to be critical of these teaching methods. Moreover, many other adult learners worry that their intellectual powers may be diminishing with age-they are concerned about keeping their creative powers alive, maintaining a “sense of generativity”(Williams and Burden 1997:32). Needless to say, this generativity is directly related to how much learning has been going on in adult life before they come to a new learning experience.(Rogers 1996:54)
As we have mentioned the problem of self-esteem and inhibition in adult learners, it will be beneficial to recall a study to see the other side of the coin: A survey by Child-Line shows that a sample of 1000 secondary school pupils were worried more about doing well at school than anything else in their lives. Children as young as twelve were worried about university entrance(Fletcher

2000:63) The report concludes:
Examinations involve a judgement delivered publicly, by others, of someone’s performance. The fear of being judged is anathema to the sensitive or those with a fragile self-esteem. Parents and tutors should watch out for symptoms which suggest possible psychiatric storms ahead and make every effort to ease the ordeal for the child or undergraduate. Whereas the main concern of this article is not the young learners, it should be considered that adultness is not a promotion or a medal of maturity. Naturally, adult learners also go through such educational jungles, processes, given above and the ones who are more sensitive or having a fragile self-esteem fulfill their beliefs and values on learning through those experiences. This survey is a notable evidence to convince us of importance of strengthening the self-esteem and encouraging the personal relations in our classes, whether our students are very young learners or socially accepted mature adults.
HOW ADULTS LEARN “Self-esteem is the jet fuel of motivation” Murray White
A study by psychologist David Kolb on the question “How adults learn? ” shows that when the adults undertake to learn something through their own initiative,

they start with a concrete experience. Then they make observations about the experience, reflect on it and diagnose what new knowledge or skill they need to acquire in order to perform more effectively. Then, with the help of material and human resources, they formulate abstract concepts and generalizations which they deduce what to do next. Finally, they test their concepts and generalizations in new situations, which refers to the new experiences. Figure 1 shows the cyclical process of experiential learning theory : KOLB’S EXPERIENTIAL LEARNING THEORY Figure 1 Also when we pool our thinking to seek a connection between Kolb’s research and studies of previous educators, it can be observed that Experiential Learning Theory is strongly related to Linderman and Roger’s studies. For example, Linderman and Eduard emphasize that adult education is a process through which learners become aware of significant leads to evaluation. Meanings accompany experience when we know what is happening and what importance the event includes for our personalities.(1926:1691) Consequently, we can assume that an adult learning program should construct

a safe experience road on which the signs show the destination clearly and how to go through this road more effectively.
MAKING THEM BE AWARE OF THEIR LEARNING
? CTT and its practical use Adult learners can be critical of teaching methods. In some cases, it can be observed that some of the adult learners ponder over doing the classroom activities. The question “ Why do we have to fill in this ticket order form ? ”or many of other questions are familiar with the language teachers. In such cases, the teacher may underline the importance of developing language skills, or draw a distinction between knowing about the language and being able to use language communicatively. Even talking about the three dimensions of grammar ( Celce-Murcia, Larsen freeman) maybe helpful to convince the adults to involve in the activities. The figure 2 shows the three dimensions of grammar and possible answer for confused learners. THE THREE DIMENSIONS OF GRAMMAR Figure 2 (Analysis based on Celce-Murcia and Larsen Freeman 1999) As it is rightfully pointed out, these three dimensions

are interrelated, which means a change in one will involve another change in another.
This figure may be drawn on the board and presented to our language learners . A brief explanation will help them figure out the importance of purposeful communication in the target language and necessity of skill activities. Actually, one does not have to be a language teacher or a teacher trainee to recognize the use of language. Also the teacher may response (in L1 or in L2) as :
T : To know the grammar rules is not enough to achieve a communication. We
should also learn how to use these rules. As an example, a grammatically correct
sentence can be inappropriate, even rudeness in a situation. That’s why these
(addressing the language activities) are useful for us to learn how to communicate
in english.
Many of the adult learners do not attempt to speak in english in the class for fear that they can make a mistake. A cognitive therapy for those is a funny one. T : Where did you learn your first language ? Was it a good language course

or did you attend to private lessons ? Their response is worth seeing and a relaxing one. The aim of this question is to make them recognize that learning a language is a natural behavior of us, and if the walls in front of this natural behavior are broken, the learning will be more effective. These information activities are called “Question and answer sessions”. Instead of verbal responses, the teacher can use some CTT activities to enhance the learning process. In some lessons, 5-10 minutes can be spend for Making Mistakes Time (MMT) activities. In MMT activities, the learners make mistakes in L2 consciously, and these activities creates a precious time to speak in english for adults having fragile self-esteem. Some MMT activities are :
1. Pronunciation Games : All fluency-speaking activities can be modified as a MMT pronunciation games. During these activities the learners can make pronunciation mistakes. If the activity is recorded and listened for feedback session, it will be useful. Also the teacher may lead the learners to do the delayed correction.
2. Tense Free Games : These are both fluency and accuracy activities and

can be fulfilled as writing and speaking skill practices. All the writing& speaking activities can be used as Tense Free Games. The students are free to make mistakes in using tenses through activities. At the end of the activity, the students may do a peer correction activity in group works.
3. Jumbled Words Games : All free-speaking & writing activities can be modified .In these activities, structural rules are not important. The students can make any sort of structural mistake. However, they should transmit their messages effectively. A delayed peer correction in groups or teacher’s feedbacks will be useful.
We must draw a line between free-speaking activities and MMT activities : In free-speaking activities, the teacher does not correct the students immediately so that the communication in the classroom is not interrupted. Nevertheless, the role of the teacher in these activities is sometimes not enough to diminish the stress. However, the important aspect of MMT activities is that the teacher asks to the students to make mistakes in L2 through activities, which means they can easily involve in the activities without the fear and the anxiety of making mistakes.
? Witnesses of a Miracle Another useful CTT is to inform the learners about the MI theory and NLP. This information

process, called “awareness sessions”, will be more effective if it is done through activities that create a time for learners to identify and observe their learning styles. The aim, or theme, of awareness sessions is to make them understand that they can learn a language and this is scientifically a fact, and also show the students underlying principles of language activities. There are many MI and NLP activities both on internet and in books that tests personal aptitudes. A sample lesson plan is designed, as follows : “ AN AWARENESS SESSION ” A SAMPLE LESSON PLAN FOR CTT
Aim of the lesson : At the end of the lesson, the students will become aware of their intelligences through the activities.
Materials needed :“ Find Someone Who” handouts (Figure3), MI test(Figure 4), Visuals showing 8 Intelligences. PRE Warm up : Free-Speaking --- Talking about the talents and hobbies. Lead in : The teacher asks to the students whether they ‘d like to learn about their intelligences. WHILE activity : 1- controlled-integrated skills activity : Find SMN Who…

The students mingle in the classroom and perform the activity. 2- Free-integrated skills activity : Reflection of the activity. The students work in groups and discuss the results. Lead in : The teacher asks to the students whether they’d like to learn more about their intelligences and MI. 3- Reading activity : The MI test The students read about their multiple intelligences.
POST activity : The teacher sticks the MI pictures all around the class and asks, students to share their opinions. MATERIALS Figure 3 Figure 4 WHAT IS YOUR MULTIPLE INTELLIGENCE PROFILE?
Directions: Rank each statement below as 0,1,or 2. Write 0 in the blank if the statements is not true. Write 2 in the blank if you strongly agree with the

statement. A score of 1 places you somewhere in between. Compare your scores in different intelligence. What is your multiple intelligence profile? Where did you score highest? Lowest?
LINGUISTIC INTELLIGENCE
____1. I like to write stories and poems.
____2. I read something almost everyday that is not related to my school courses.
____3. I enjoy doing crossword puzzles.
____4. I am a good letter writer
MUSICAL INTELLIGENCE
____1. I often sing in the shower.
____2. I know the tunes of many different songs.
____3. I have no trouble identifying or following a beat.
____4. I have a very expressive voice in front of my class, varying in intensity, pitch, and emphasis
LOGICAL -MATHEMATICAL INTELLIGENCE
____1. I can calculate numbers easily in my hand.
____2. I liked math classes in school.
____3. I am interested in new developments in science.
____4. I believe that most things have a logical and rational explanation.
SPATIAL INTELLIGENCE
____1. I like to draw.
____2. It is easy for me to find my way around in unfamiliar cities.
____3. I pay attention to the colors l wear and colors other people wear.
____4. I like to take photographs.
BODILY/KINESTHETIC INTELLIGENCE
____1. I like to dance.
____2. I engage in at least one sport.
____3. I find it

very hard to sit for long periods of time.
____4. Most of my hobbies involve physical activity of some sports.
INTRAPERSONAL INTELLIGENCE
____1. I consider myself independent.
____2. I have hobbies or interest that l enjoy doing on my own.
____3. I keep a journal and record my thoughts.
____4. I like to work on my own instead of working in groups.
INTERPERSONAL INTELLIGENCE
____1. I have more than one close friend.
____2. I consider myself a leader and often assume leadership roles.
____3. I like to entertain friends and have parties.
____4. People often come to me with their problems. Now, share the results with the rest of the class. If necessary, the teacher may prepare an extra reading activity on MI .
“Why do we have to speak in english?” or “Why do you teach in english?” are the famous questions of EFL classes. Besides, in the first months of a long-term and extensive language courses, the students may be disappointed due to the fact that they still can not communicate in L2 successfully. Such cases can be overcome by pointing out Krashen’s “Input Hypothesis and Silent Period”,

as a question and answer session. The aim of this cognitive therapy is to show them that the reason of their failures in L2 communication is not the problem of their skills and abilities, but just a process. The CTT activities can be dichotomized in two main parts. The information sessions that are held in both class or in one to one conversations are called Question-Answer sessions. Aim of these sessions is to give the merely the wanted information to the class or individual. The second one is the awareness sessions that are fulfilled in class. The nature of the awareness sessions is to associate the language teaching with learning. In other words, awareness sessions and CTT language activities are done in the context of language teaching and the primary aim is to make the learners recognize their potentials and abilities and observe their learning styles. Also many of the activities can be modified as CTT activities. MMT is an example given in the article. In Figure 4, CTT summarized as follows : Cognitive Therapy Technique 1. Question-Answer Sessions WHAT? ? Short input sessions on language learning and learning styles HOW? ? Done one to one or with Class

No academic or theoretical jargon is allowed. WHY? ? An awareness on learning itself contributes effective learning and strengthening self-esteem ? Developing learning strategies make learners realize that learning is a natural process and they can do it. 2.Awareness sessions WHAT? ? Lessons on MI, NLP, Learning Strategies or Emotional Quality is prepared and performed in class by participation of learners. (e.g. Sample Lesson Plan for CTT ). HOW ? ? The theory is associated with learners’ learning styles by elicitation. ? Awareness sessions are “the experience” activities. Reflection and feedback are essential. WHY? ? Leading the learners to know and observe their learning potentials and styles will help them strengthen their

self-esteem and get them to learn consciously.
? Conclusion
An important issue is that the information presented to our students in CTT activities shall be as simplified as possible. It is unnecessary, even harmful, to load their minds and confuse them with boring theoretical issues. It should be just like talking about quality of a sports car; natural and worth listening. The cognitive therapy will be precious if it is comprehensible.
The activities and the lesson plan are designed to show the CTT in practical use. It is clear that hundreds of activities and various therapy themes can be generated by enthusiastic teachers. However, the main point is that CTT activities are aim to link class activities to nature of learning and help adult learners observe their own learning styles through tasks. In brief , it is important to make our students be aware of their learning abilities and capacities, but not beware of learning and this is all about CTT.
The MMT activities, question–answer sessions and awareness sessions given in the article, and some other CTT lessons have been performed at Gazi University, Preparatory department. The undergraduate students and adult EFL classes have been observed and their reflections are

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I'v just completed the TEFL Certificate. i paid extra for the onlne tutor + videos, and consider it money welll spent. The lesson plan assessment was challenging, because as it was not clear how much detail was required, however after my first attempt was rejected, I did receive a lot of guidance from an online tutor, regarding what needed to be included.

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Aside from providing quality instruction to students, the department focuses on both professional and community development and we are looking for motivated, self-starters who are willing to participate in projects outside of classes.

LOCATION:University/college campus in Huajuapan de León, a city of about 80,000 people situated in the beautiful state of Oaxaca, halfway between the colonial cities of Oaxaca City and Puebla.

Please note that all travel to the university, housing expenses and visa fees have to be paid for by the teacher. The university does not pay for travel expenses, housing or visa applications (initial or renewals).

SALARY AND BENEFITS:Wage: Take home pay is approximately $13,500 – 16,000 MXN per month, depending on qualifications and experience, which is a very competitive local salary. Teachers also receive benefits including healthcare, savings plan, bonuses and 5 weeks paid vacation.

REQUIREMENTS:• Native speaker competence• Successful applicants will have a B.A. + CELTA, TEFL, TESOL or equivalent or an M.A. in a relevant field and classroom teaching experience• A Bachelor’s degree is a minimum requirement for teaching at university level in Mexico, so we cannot consider applicants who do not have a Bachelor´s degree. • Specific TESOL/TEFL training is also a requirement of the university’s Academic Council• Although it is not a requirement, ability in Spanish or another foreign language would be a definite asset

HOW TO APPLY:Email your CV and cover letter to the address given on the job heading.

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TO APPLY:If you would like to learn more about living and working here firsthand, our teachers will be happy to answer your questions. Contact us via email at the address given on the job heading. We look forward to welcoming you as part of our team.

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MediaKids Academy Thailand are looking for dynamic, creative, responsible, and culturally sensitive EFL teachers who can start asap. We are one of the most recognized TEFL job providers in Thailand, representing over 70 government schools across Northern, Central and North Eastern Thailand with about 250 English teachers around the country. We run English programs for communicative development, intensive English programs, and programs that include teaching Math, Science, Computing, and others in the English language.

We offer four month long contracts, with a competitive salary, accommodation provided and help with all the necessary documents, as well as paying for the work permit. We provide area specific consultants who are there to support and aid teachers every step of the way. Whether you have years of experience or are new to the world of teaching English as a foreign language, we are excited to welcome you to the team and look forward to being your guide throughout your experience here in Thailand.

TO APPLY:Contact us at the email address given on the job heading with the following;1. Resume 2. Recent photo 3. Scanned copy of your photo page of passport 4. Scanned copy of degree and official transcript, TEFL/TESOL certificate (if available) 5. Updated criminal record check (may be submitted later)

Feel free to contact us for more information at +66 (0) 2834-1897

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The North Station Academy has full time and part time positions for TEFL qualified teachers in an academy in a vibrant neighbourhood in Zaragoza. Experience teaching children and adults is required as well as a TEFL or CELTA certificate. We would also be interested in primary and secondary school teachers. We are dedicated to teaching English and school reinforcement classes. Our philosophy is based on learning in an active and dynamic way. Start dates 15 September or 1 October. We offer an attractive salary depending on qualifications and experience.

For more information, please contact us via email at the address given on the job heading.

The North Station Academy Calle Bielsa nº250.014 Zaragoza, Spain

Tel: +34 876 16 20 42

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This is an exciting opportunity to use your TEFL skills that doesn't come along very often! Make the move to Poland now! (EU passport holders preferred due to time constraints). Pascal Connect English Schools in Rybnik, Zory, Wodzislaw and Syrynia are looking for motivated, ambitious, open-minded and sociable, native level English speakers to help us grow. We want EFL teachers who have a special interest in teaching children but are also happy to teach teenagers and adults.

ABOUT US:CONNECT was opened in 2010 in the city of Zory, by two native English speakers with over 12 years teaching experience in Poland. After a couple of successful years in Żory, we expanded into Rybnik in August 2012. PASCAL was opened in 2007 by an English teacher (Polish nationality) with 15 years experience in teaching children, teenagers and adults. CONNECT and PASCAL formed a partnership in June 2014. We are happy to announce that we are looking for FOUR more members to join our teaching team. You will be part of a team of 13 native speakers and 12 Polish teachers so you won't feel alone. We are a young vibrant, developing, thoroughly professional school and we have about 1,000 students across our four schools. We aim to provide the highest possible standards of teaching. We teach (mainly, but not exclusively) a direct English method to adults and children.

ABOUT RYBNIK, ZORY, WODZISLAW & SYRYNIA; All four cities are in the Upper Silesian region of Poland and are great places to see many different parts of Europe from; Bratislava, Berlin, Prague, and Vienna can all be reached within 4/5 hours. They have well serviced bus and train stations from which you can reach the nearby mountains if you are interested in skiing or hiking as well as numerous other Polish cities including Krakow (about 1.5 hrs) and Katowice(45mins). Both Krakow and Katowice have major train stations and airports. Ostrava in the Czech Republic is only 40 minutes away and is home to the popular Colours festival. On top of that, there are plenty of shops, restaurants, pubs etc. in the cities and from our experience, students are usually more than happy to show teachers around.

WHAT WE EXPECT FROM YOU;You have a special interest in teaching children but are also happy to teach adults. You hold a recognised TEFL qualification and/or at least one year's relevant experience. You are hard-working, a team-player, have a very positive attitude and a good sense of humour. You have ambition to grow as an English language teacher. You are not afraid to immerse yourself in a new culture, or of hard work! To be available from mid-late September, 2017 until the end of May or June, 2017. (There is also the possibility of ongoing employment)

Does this sound like you? If so, keep on reading.

WHAT YOU CAN EXPECT FROM US;Airport pick-up Initial and ongoing training to make you a better teacher. Working in a great, supportive team. Allocated accommodation (at your own cost). Ongoing support to help make the transition to life in Poland as smooth as possible. Contract completion bonus. Very competitive rate of pay. Possibility to continue employment next school year

TO APPLY:Email your CV and a cover letter to the email address given on the job heading, under the subject heading 'Job Application'.

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Inlingua Dortmund is constantly seeking qualified English trainers to join our trainer team on a freelance basis. We provide a comprehensive training program to get you acquainted with the inlingua method of teaching. You will be teaching interesting and challenging classes with students of different language levels, receiving full assistance from our Director of Studies.

Driving license valid for Germany required, best if you own a car as we have several company customers in the surrounding area. We offer our English teachers secure employment with a minimum amount of hours guaranteed. Payment on a monthly basis. We assist by looking for a flat near our school. We expect a minimum job duration of 12 months. Please do not apply for the job if you are looking for short term Jobs only.

METEN ENGLISH was established in Chongqing in 2006 with the sole purpose of offering the English language to English learners. Since then Meten English has expanded to 80 centers in 19 cities throughout China, including Shenzhen, Guangzhou, Dongguan, Zhongshan, Foshan, Beijing, Suzhou, Xiamen, Chengdu, Chongqing and Wuhan. We currently employ over 2,000 teaching and administrative employees including 350 Foreign English teachers and 400 local Chinese English teachers. Meten English has successfully taught more than 60, 000 students since 2006. If you are a Native level EFL teacher with a good internet connection, we have opportunities for you to teach from home.

Meten English’s curriculum is unique and extremely effective for Chinese students striving to raise their English Levels. Our curriculum and textbooks are developed and designed by our own teaching department and have been revised over the years in order to best meet the needs of both our students and our teachers. Meten English’s R&D center is one of the only few Chinese owned English education companies in China to be registered with an internationally accredited R&D center. Our R&D center currently has over 100 course developers possessing masters or doctorate degrees.

As a company that is ambitious and expanding at a rapid rate, we are looking at constantly becoming better suited to our students and employees needs and will continue to strive to become the best English education institution in the world! METEN is also looking at getting listed on the stock market!

Likeshuo affiliated with Meten International Educational Group, is a leading online study brand in China. With language training experience for more than 10 years and its strength in internet, it enables English learners to study English 24 hours a day and 365 days a year with real online English training product and service.

Likeshuo is a comprehensive online education brand which covers General English, English for Young Learners, Overseas Examination and English for Professionals. Aided by the internet, global qualified teachers have registered in Likeshuo and there are over 2000 striking foreign teachers from English speaking countries. The intelligent and interactive learning platform allows students to expose themselves in the full-English environment at anytime and anywhere with computers/ tablets/telephones, which can increase students’ learning efficiency and interest in English.

BENEFITS:• SOHO STYLE!!! • You don’t need to come to mainland China. Your home is your office.• Opportunities to learn Chinese culture• Enjoy the freedom to teach wherever you have a good internet connection.• You don’t need write lesson plans.• We provide the teaching materials on our interactive educational system.• Competitive salary!!!• Stable income per month: We will sign fixed time labor contract teachers.• Attractive payment: You will get payment in you contract hours even though you don't have classes.• You will GET BONUS after class!• Short classes!!! Every class is just 45mins!!!• Flexible hours!! You could decide your own working schedule!!!

REQUIREMENTS:• Native level English speaker (USA,UK,CAN ), preferably TEFL and TESOL certified• Demonstrated ability to plan, organize, instruct and evaluate learning activities at the secondary level• An interest in online teaching and working in a different culture

TO APPLY:Please submit the following documents to the email address given on the job heading:• Resume• University graduation diploma, with TEFL/TESOL certificate• Copy of passport first page• A picture of yourself recently

Skype: metenjoecyWechat:762808977

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Business English Advisory are an accredited language institute with over 20 years of experience in the Santiago market. We are looking for dynamic, professional, experienced and committed EFL teachers.We are looking for teachers to deliver courses in-office at a number of large, national and multinational companies located in the Metropolitan Santiago region.

About our courses and classesCourse levels: we have 7 levels from Beginners to Advanced.Course length: between 4-6 months.Classes: either 1.5 or 2 hours per session, usually 2-4 sessions per week.Payment: Competitive rates (per hour) which can increase depending on the location of the class.Requirements:• Permission to work legally in Chile;• RUN/RUT number;• Native level English speaker;• Teaching experience;• A passion for sharing knowledge in creative ways;• Able to commit for a minimum of 6 months;• Professional attitude and attire;• Relevant teaching qualification (TESOL, TEFL, CELTA, Bachelor of Teaching);

IF YOU´RE INTERESTED: Please send your curriculum IN ENGLISH to the email address given on the job heading, along with a cover letter stating why you are suitable for, and interested in, teaching at BEA.

About our recruitment processFollowing the submission of your resume, you may be invited for an interview and to give a demonstration class. We are looking forward to your applications!

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Skouras Language School has opportunities in Ksanthi for EFL Teachers. It’s a full time job starting from 1st of August 2017 until May 2018, 30 teaching hours weekly. Free accommodation provided, but you pay for electricity and central heating.

Would you like to be a part of a dynamic and supportive team? At The New Zealand Institute of Education (NZIE) we are all about providing quality education in a happy and safe environment for our International and Domestic Students. We are looking for a flexible, energetic and passionate EFL teacher who is experienced in teaching a wide range of levels for a part-time fixed term General English class at our Takapuna Campus, North Shore.

The NZIE Takapuna Campus is conveniently located just a 5 minute walk from the beautiful Takapuna Beach, 2 minutes from Lake Pupuke and a 15 minute drive from Auckland’s Central City. Our modern well-appointed building is next door to the Shore City Mall and very close to cafes, bars, sports clubs and the Takapuna library.

To be successful in your application for this role you must have a CELTA, TESOL, TEFL or equivalent and demonstrate the following skills and abilities:

• Experience in delivering interesting and engaging English language teaching programmes to students at all levels.• Ability to build effective relationships with students, colleagues and other stakeholders.• Excellent time management skills.• Experience in dealing with students of all ages and backgrounds.• Excellent oral and written communication skills.• Strong team player.

APPLICATION PROCESS:If you have a passion for helping students attain their language learning outcomes and want to be part of a supportive and progressive organisation, apply now! E-mail us at the address given on the job heading with your CV and cover letter.

Only applicants selected for interview will be contacted. Candidates must be in New Zealand at the time of application and be available for interview.

EDUA Group, the largest educational group in the Czech Republic, was established in 2010 by combining three major educational companies Caledonian School, Tutor, and Top Vision. Our goal is to offer each customer the widest range of quality education according to their needs and wishes. We provide training for public customers and corporate clients at all levels of management. EDUA Group is currently looking for new EFL teachers!

• Join the biggest educational group in the Czech Republic • Teach for two language schools – Caledonian School and Tutor • Start teaching right away – we have plenty of courses to choose from! • Great opportunity for new as well as experienced teachers

BECOME A PART OF OUR TEAM IF YOU ARE: • native level English speaker • TEFL/TESOL/CELTA certified, preferably with a university degree • EU Citizen or non-EU with a valid business visa and trade license (or willingness to get them); we also offer professional visa assistance for a very reasonable price! • interested in either full-time or part-time schedule • flexible and willing to teach at different places within Prague • energetic, reliable and motivated person with up-to-date approach to teaching

WHAT YOU CAN EXPECT FROM US: • full-time/part-time schedule tailored to your needs and possibilities • possibility to choose from a variety of courses (public, in-company, adults, teenagers, children etc.) • full travel pass reimbursement, free language or professional courses (various languages, soft skills training), and other benefits for full-time teachers • free Czech lessons held for our full-time teachers • assistance in acquiring your first visa for a very reasonable price and if teaching for us, all the future assistance in this matter for free • assistance in acquiring all other necessary permits to work in the Czech Republic (health insurance, housing assistance etc.) • regular training sessions and workshops for further teachers’ development • further career opportunities • excellent library resources for lesson planning as well as self-study and entertainment • teachers’ room with free internet access, printers and copy machines • monthly newsletter, official and unofficial parties for teachers, etc. • friendly and supportive environment

TO APPLY:Contact us via email at the address given on the job heading.

EDU GroupKřižíkova 237/36A, 186 00 Karlín, Czechia

Phone: +420 277 007 800

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EFL teacher required for an immediate start in a well-established (31 years) private language school in Surabaya. Teaching mostly general English to children and adults. Must have a degree and a practical EFL qualification e.g. CELTA, TESOL, TEFL (not week/weekend intensive). Teachers with an interest in, or experience with, very young learners preferred. Teach 20 hours a week, 5-day week, 8 weeks holiday a year. Salary Rp.13.5 million a month after tax plus increments for experience. Housing, utilities and maids provided. The job starts immediately, dependant on visa processing.

QUALIFICATIONS:Degree + CELTA, CELTYL or TESOL preferred. Other EFL qualifications must include practical teaching experience. Due to Indonesian immigration regulations we can only employ the following nationalities: Australian, British, Canadian, NZ and US.

SALARY AND BENEFITS:One-year contract. Rp. 13.5 million a month after tax with increments for experience (post TEFL course) plus housing, electricity and local phone calls and maids. 8 weeks holiday a year.

TO APPLY:Contact us via email at the address given on the job heading.

KELT JL. Jawa 34 Surabaya Jatim 60281 Indonesia

Tel: +62 31 5023333

Mr. Ian RamsdaleCoordinator of Studies KELT

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English Excel is a British owned company that was founded in the year 2000. We have thirteen schools across Hong Kong and, as we continue to broaden our horizons, we have opportunities for TEFL qualified teachers. We pride ourselves on providing a high-quality, interactive and nurturing learning environment for our students in small classes (2 to 4 students). The ages of our students range from 3 to 16 years and due to our small class sizes, we can place our students according to their level of English rather than their age.

JOB DESCRIPTION:Successful applicants will work in one of our thirteen schools as part of a small team. They’ll be responsible for teaching, planning and preparing their lessons, and for completing related admin. We offer a comprehensive induction programme for new teachers and there are plenty of opportunities to develop their professional skills, with many getting involved with curriculum development. We believe consistency for our students is vital, so contracts are a minimum of 12-14 months.

Arddel Consulting specialises in helping talented professionals find fulfilling career opportunities in the Middle East. Enthusiastic EFL teachers are currently required for multiple projects and institutions in Riyadh and across the Kingdom of Saudi Arabia. Suitable for new entrants and mid-career TEFL teachers. Previous experience of teaching in the Kingdom is helpful but not a prerequisite.

Depending on the project/client, ESL teachers will be required to prepare and deliver English language classes for Elementary, Intermediate, and Advanced students. Students may come from all age groups; children, adolescents, and adults. Teachers will have the opportunity to teach across all four skills areas, for general and academic purposes, as well as examination preparation classes (such as IELTS, TOEFL, etc.).

In addition to their classroom teaching, all teachers will be required to: - Create weekly lesson plans in-line with the curriculum and pacing schedule - Use smart board technology to create and conduct interactive lessons - Administer continuous assessment projects on a bi-semester basis - Administer, invigilate and correct examinations

QUALIFICATIONS: Bachelors Degree Holder, with CELTA or TEFL or TESOL Certificate (with at least 100 hours training and observed teaching practice). Minimum of 2 years teaching experience after qualification Experience of teaching in Saudi Arabia is helpful but not required

12,000 SAR per month, with zero deductions and significant savings potential One year, fixed term contracts, with the possibility of renewal - Accommodation and transportation provided - Medical insurance provided - Return flights from home country

TO APPLY:Contact us via e mail at the address given on the job heading.

Become an EFL teacher in the UK with PGL and bring our dynamic English language programme to life! PGL is the UK's market leading provider of activity holidays and study courses for young people and currently have jobs available with immediate starts for TESOL/CELTA qualified teachers. In this role you’ll be delivering our English as a foreign language product. You’ll work at one of our UK activity centres where guests enjoy a mix of classroom based EFL sessions and off-site excursions. We’re looking for enthusiastic TESOL qualified (or equivalent) EFL teachers to solely focus on delivering this programme to our inbound guests travelling to PGL UK centres from Europe, Asia and other long haul destinations.

RESPONSIBILITIES:Your duties will include: • Communicating with the Course Director to discuss the group's ability and objectives; • Modifying pre-prepared lesson plans to suit your students;• Maximising the use of resources to deliver fun and informative sessions; • Managing the classroom effectively and motivating your students accordingly; • Assisting the Course Director with the placement tests for students on arrival and marking the tests efficiently. As PGL centres offer a residential experience as part of our guest package, we would also expect our EFL Teachers to assist with the following: • Being responsive to individual guest's needs and engage other members of staff where necessary; • Engaging with students and group leaders outside the classroom in an appropriate and professional manner; • Assisting with any emergency situations that might arise within the centre; • Ensuring that the guests realise their potential and gain maximum enjoyment during their stay.

JOB DETAILS:We have EFL vacancies at our stunning activity centres across the UK. We offer a competitive wage of £350 per week for EFL Teachers, with meals and onsite accommodation. We are keen to hear from applicants who have a TEFL Teaching Certificate for 120 hours or more plus a minimum of six observed hours of classroom-based teaching experience. Successful applicants are required to undergo an enhanced DBS disclosure, which PGL will pay for. You need to possess the legal right to live and work in the UK to be considered for employment with PGL. PGL is committed to the principles of equality and diversity and welcome applicants from all sectors of the community.

TO APPLY:Email your CV to the PGL Recruitment team at the address given on the job heading. Call us on 0333 321 2123 (within UK)

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UNI-Prep is seeking confident English speakers and avid travelers to teach English to children and adult professionals throughout Italy. This position is ideal for both native and non-native speakers. No teaching experience is required, but candidates with teaching experience and TEFL qualifications are preferred.

We are assisting schools in Italy recruit for several open positions. These include summer (July), 6-month and year-long positions teaching adults and children. Teaching experience is not required, but fluency in English is required, preferably with TEFL training. The teachers’ lesson plans have been developed by our experienced staff, but there is fruitful opportunity to implement your own teaching style and flavor to the curriculum.

Teachers will be working 20-30 hours per week which includes teaching the course material, holding office hours for students asking additional questions, and grading exams and written assignments.

BASIC REQUIREMENTS:* Be a fluent or bilingual speaker of English* Be dynamic and have the ability to inspire* Be well informed and sensitive to cultural issues* Be interested in your students and care about their progress* Make every lesson a worthwhile learning experience for your students* Engage in on-going professional development.* Participate and contribute to a harmonious work environment that encourages cooperation and team work.

TO APPLY:Please contact us at the email address given on the job heading for details about the application process.

Selected candidates will be contacted via Skype to further discuss the position and set up interviews. Please do not contact us with questions about this position. Only candidates who have been selected to move forward will be contacted and you may ask any questions at that point. We do not have additional information beyond what is provided in this job posting.

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Maximo Nivel has an opportunity for an experienced TEFL qualified teacher who wishes to work in a management position as Assistant Academic Director. The Assistant Academic Director is the assistant manager for all teachers and all academic programs for the Maximo Nivel institute. This includes the Native English Program, Native Spanish Program, TEFL Certification, Service Learning, and Internships.

The Assistant Academic Director assists the Academic Director in managing all daily operations of the Academic Office. This includes a team of 2 to 4 [shared] staff members, 10 to 25 English teachers, and 5 to 15 Spanish teachers. The size of the staff depends on location—Costa Rica, Guatemala, or Peru. The Academic Team provides support for all other areas of Maximo Nivel in terms of books, materials, exams, quizzes, photocopies, and rooms.

The Assistant Director is responsible for providing support in teacher management, curriculum management, support materials, and quiz and exam administration.

Teacher management includes observation and coaching, scheduling, payroll, and time off, among other things. The Assistant Director is responsible for attending teacher meetings on the 15th and 30th of each month.

The Academic Team manages client service with respect to exam re-takes, grade reports, certification requirements, and attendance records. The Academic Office has very close contact with learners, clients, and their families; the Assistant Director must be excellent at dealing with the public!

The Assistant Director is a member of the in-country team and works closely with the Country Manager, Director of Academic Programs, and the Director of National Programs.

Whereas the Assistant Academic Director does not usually carry his/her own schedule of classes, they are responsible for substituting and leading classes when regular staffing does not meet the needs of the institute. The Assistant Director must be a flexible and enthusiastic teacher.

The Assistant Academic Director works a split-shift schedule. Targeted, regular work hours are Monday – Friday from 6:45AM to 10:00AM and 3:00PM to 9:15PM and every other Saturday from 8:00AM to 6:00PM. Note that during the last 2 days of the month and first 3 days of the month, work hours are Monday – Friday 6:45AM to 9:00PM. It is important to note that the Assistant Academic Director works on an as needed basis, whenever business demands dictate that the Director should be there—the Assistant Director should be flexible and prepared for this when needed.

TO APPLY:Contact us via email at the address given on the job heading.

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The International Education Institute (IEI) of Lampang College of Commerce and Technology (LCCT) located in the Northern Thailand of Lampang Province is looking for a Native or a Non-native Speaking Teacher to teach English Conversation courses, Computer Software Packages (MS-Office) and Business Statistics for our International Vocational (LVT & IEP) and Bachelor Degree (BBA) Program Students.

Requirements: At least Bachelor’s Degree, with TEFL /TESOL training.Benefits: Assistance for Non-B Visa and Work permit will be providedStart date: August 01, 2017Salary: 25,000 – 30,000 Baht per month (depending upon qualifications and experience)

TO APPLY:Please contact Dr.Nimit Jivasantikarn at the email address given on the job heading.